Overview Today’s lesson will be on gene expression and mutation and it’s influences on natural selection. There will be a class discussion and review of yesterday’s lecture and I will introduce the idea behind natural selection and it’s effect on populations and over much time, evolution. Students will then complete the Moth Lab.
• Explain the basics of gene expression and how mutation occurs
• Understand the connection between mutation and natural selection
• Compare the immediate changes and long-term effects of natural selection
Materials / Preparation Notes
• Smart board
• 3 different colors of construction paper
• Scissors
Opening A review of yesterday’s lesson on gene expression and mutation will pave the way into our next topic, natural selection. To stimulate conversation and brainstorming, I will ask the class questions such as: “Who has heard of survival of the fittest? What does it mean? How does that relate to gene expression and mutation? What other factors might influence population change and natural selection?” From here we begin lecture and notes on natural selection.
Activities The class will take notes regarding the key terms and concepts behind natural selection. Once familiar with the topic, students will break off into pairs to complete the Moth Lab, a two-part activity simulating the natural selection of moths in England during the Industrial Revolution. This lab consists of strips of black, gray, and white construction paper to be cut up in 10 even squares per color to represent moths of various shades. Each group will then get the choice of a whole piece of black, gray or white construction paper to act as their “environment”. After all of the “moths” have been cut, students will begin part one. One partner will volunteer to close their eyes as the other partner randomly arranges the squares on their paper environment. Once finished, s/he will signal their partner to open their eyes and they will choose the first 5 moths they see. The groups will record their results, return and rearrange the chosen squares, and take turns “preying” on the moths each time for 3 consecutive rounds. They will then answer the provided questions for Part 1 of the lab. In Part 2, the students will follow the same instructions, except they will NOT return the chosen moths after each round. They will record their results for each found and as in part 1, answer the respective questions provided. This lab demonstrates the basic idea of “more fit” organisms and shows short-term and long-term effects of natural selection and survival of the fittest.
Closing/postlab The class will return to their seats and I will initiate a discussion analyzing the results of the lab. The students will share their results (varying environment colors but demonstrating the same overall concept) and their answers to the lab questions. Completion of the questions will be assigned for homework if unfinished and the lab to be handed in the next day.
Assessment Notes Assessment will be formative with students understanding of the concepts being assessed at the end of class.
Overview
Today’s lesson will be on gene expression and mutation and it’s influences on natural selection. There will be a class discussion and review of yesterday’s lecture and I will introduce the idea behind natural selection and it’s effect on populations and over much time, evolution. Students will then complete the Moth Lab.
Standards (Links)
LS3-P6
Objectives
Students will be able to...
Materials / Preparation Notes
Opening
A review of yesterday’s lesson on gene expression and mutation will pave the way into our next topic, natural selection. To stimulate conversation and brainstorming, I will ask the class questions such as: “Who has heard of survival of the fittest? What does it mean? How does that relate to gene expression and mutation? What other factors might influence population change and natural selection?” From here we begin lecture and notes on natural selection.
Activities
The class will take notes regarding the key terms and concepts behind natural selection. Once familiar with the topic, students will break off into pairs to complete the Moth Lab, a two-part activity simulating the natural selection of moths in England during the Industrial Revolution. This lab consists of strips of black, gray, and white construction paper to be cut up in 10 even squares per color to represent moths of various shades. Each group will then get the choice of a whole piece of black, gray or white construction paper to act as their “environment”. After all of the “moths” have been cut, students will begin part one. One partner will volunteer to close their eyes as the other partner randomly arranges the squares on their paper environment. Once finished, s/he will signal their partner to open their eyes and they will choose the first 5 moths they see. The groups will record their results, return and rearrange the chosen squares, and take turns “preying” on the moths each time for 3 consecutive rounds. They will then answer the provided questions for Part 1 of the lab. In Part 2, the students will follow the same instructions, except they will NOT return the chosen moths after each round. They will record their results for each found and as in part 1, answer the respective questions provided. This lab demonstrates the basic idea of “more fit” organisms and shows short-term and long-term effects of natural selection and survival of the fittest.
Closing/postlab
The class will return to their seats and I will initiate a discussion analyzing the results of the lab. The students will share their results (varying environment colors but demonstrating the same overall concept) and their answers to the lab questions. Completion of the questions will be assigned for homework if unfinished and the lab to be handed in the next day.
Assessment Notes
Assessment will be formative with students understanding of the concepts being assessed at the end of class.